Instructional practices and assessment for students with or at risk for reading difficulties
Capin, P., Cho, E., Miciak, J., Roberts, G., & Vaughn, S. (2021). Examining the reading and cognitive profiles of students with significant reading comprehension difficulties: A latent class analysis. Learning Disabilities Quarterly. Advance online publication.
Capin, P., Stevens, E. A., Stewart, A. A., Swanson, E., & Vaughn, S. (2021). Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching. Reading and Writing. Advance online publication.
Hall, C., Capin, P., Vaughn, S., Gillam, S. L., Gillam, R. B., Fall, A.-M., Roberts, G., & Dille, J. T. (2021). Narrative instruction in elementary classrooms: An observation study. Elementary School Journal. Advance online publication.
Capin, P., Hall, C., & Vaughn, S. (2020). Best practices in the assessment and treatment of language-based reading and writing disabilities among English language learners. Perspectives on Language and Literacy, 46(2), 26–31.
Vaughn, S., Capin, P., Scammacca, N., Roberts, G., Cirino, P., & Fletcher, J. M. (2020). The critical role of word reading as a predictor of response to intervention. Journal of Learning Disabilities. Advance online publication.
Cho, E., Capin, P., Roberts, G., Roberts, G., & Vaughn, S. (2019). Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading. Journal of Educational Psychology, 111(6), 982–1000.
Capin, P., Walker, M. A., Vaughn, S., & Wanzek, J. (2018) Treatment fidelity in reading intervention research: A synthesis of the literature. Educational Psychology Review, 30(3), 885–919.
Capin, P., & Vaughn, S. (2017). Improving reading and social studies learning for secondary students with reading disabilities. Teaching Exceptional Children, 49, 249–261.